Using Early Childhood Wellbeing Indicators to Influence Local Policy and Services

Three normative accounts of formal early childhood education and care are evident within international, national, and local policy frames. Human capital theories, human rights discourses, and social pedagogic understandings shape policy frames in specific ways. The flow of global policy frames has influenced the formal early childhood education and care sector in Australia. Early childhood education and care have evolved as specific repositories of hope for nation states seeking to boost their productivity and secure enhanced life outcomes for citizens. There are structural challenges in translating an evidence base and apparent policy consensus into systemic change. It is therefore necessary to highlight the persistence of equity challenges that exist in the early childhood education and care sector in Australia.

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Bush kinder in Australia: A new learning ‘place’ and its effect on local policy

Policy Futures in Education ◽

10.1177/1478210317753028 ◽

2018 ◽

Vol 17 (4) ◽

pp. 541-559 ◽

Cited By ~ 2

Author(s):

Coral Campbell ◽

Christopher Speldewinde

Keyword(s):

Early Childhood ◽

Learning Experience ◽

Local Policy ◽

Learning Context ◽

Childhood Education ◽

Eastern Australia ◽

New Learning ◽

Bounded Space ◽

Future Policy ◽

Early Childhood Learning

Bush kindergartens are a new practice in the Australian early childhood learning context and one that is rapidly becoming part of the kindergarten experience. Children leaving the confines of the bounded space of a kindergarten has been practised through excursions to outdoor places like zoos but the notion of conducting regular, ongoing kindergarten sessions away from the traditional kindergarten setting is one which is gaining momentum in Australian early childhood education, with possible impacts on future policy. In late 2014, a pilot programme titled ‘Sandy Shores Kids Go Bush’ was established across bush kindergartens in a region on the coastal fringe of south-eastern Australia using five existing sites. Each of these sites has differing characteristics impacting upon the experience of children attending the bush kinder programme. This paper reviews the settings of three different interpretations of ‘bush kinder’ and considers how the learning experience associated with bush kinder varies according to ‘place’ and how bush kinder has impact on both local and broader education policy.

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Children of Depressed Mothers: From Early Childhood to Maturity. By M. Radke-Yarrow. Cambridge University Press, Cambridge, 1998. pp. 216. £27.95 (hb).

Journal of Child Psychology and Psychiatry ◽

10.1017/s0021963001216953 ◽

2001 ◽

Vol 42 (4) ◽

pp. 557-558

Author(s):

Tirril O. Harris

Keyword(s):

Early Childhood ◽

Cambridge University ◽

Depressed Mothers

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Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1002.81 ◽

1979 ◽

Vol 10 (2) ◽

pp. 81-92

Author(s):

Susan Freedman Gilbert

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

School Children ◽

Developmental Delays ◽

Delayed Diagnosis ◽

Language Impairments ◽

Developmentally Delayed ◽

Speech And Language ◽

Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0402.31 ◽

1995 ◽

Vol 4 (2) ◽

pp. 31-36 ◽

Cited By ~ 4

Author(s):

Joanne E. Roberts ◽

Elizabeth Crais ◽

Thomas Layton ◽

Linda Watson ◽

Debbie Reinhartsen

Keyword(s):

Early Childhood ◽

Early Intervention ◽

Intervention Program ◽

Graduate Program ◽

Master's Level ◽

Clinical Experiences ◽

Speech Language Pathology ◽

Early Intervention Program ◽

Language Pathology ◽

Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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